DE pedagogy courses: overcoming challenges – constructing innovations

Authors

  • Andréia Morés Universidade de Caxias do Sul - UCS

DOI:

https://doi.org/10.5902/198464447187

Keywords:

Distance education, university pedagogy, innovation.

Abstract

The current research was carried out at the University of Caxias do Sul (UCS) and the Federal University of Rio Grande do Sul (UFRGS) with the objective of investigating the technologic, scientific and pedagogic innovations presented in the Pedagogy courses in the Distance Education (DE) mode of these Universities. The adopted method for the qualitative investigation of this research was the Case Study, as defined by Yin (2005). The theoretical foundation that supported the research comprised studies presented by the Brazilian Association of Distance Education, Belloni (2003), Santos (2008) and Leite (2005) and Audy (2006), among others. The study revealed that one is on the way to the construction of DE practices with innovating approaches since both DE Pedagogy courses introduce technologic, scientific and pedagogic innovations that prompt a new way of knowing, teaching and learning at the university.

Author Biography

Andréia Morés, Universidade de Caxias do Sul - UCS

Professora Doutrora em Educação, Curso de Pedagogia, Centro de Filosofia e Educação. Professora colaboradora no Programa de Pós-Graduação em Educação da UCS.

 

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Published

2014-06-18

How to Cite

Morés, A. (2014). DE pedagogy courses: overcoming challenges – constructing innovations. Education, 39(2), 367–378. https://doi.org/10.5902/198464447187

Issue

educação, v. 39, n. 2, maio/ago. 2014

Section

Continuous Demand

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Declaration of originality

We declare that all articles present in the journal Educação (UFSM) are originals and were not submitted for publishing on any other publication, as a whole or a fraction.  We also declare that, after being published by Educação (UFSM), a paper will not be submitted to another journal within two years. After this time, our journal transfers the publishing rights to the authors, with a permit granted by the Editorial Council.

We also acknowledge that the originals’ submission to Educação (UFSM) implies on a transference of copyright for physical and digital publishing to the journal. In case of noncompliance, the violator will receive sanctions and penalties predicted by the Brazilian Copyright Protection Law (n. 9610, dated 19/02/98).


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